“…Just as students need to observe adults engaged in real reading and writing activities, they need opportunities to practice meaningful written language tasks. Many traditional classrooms fail to provide such practice opportunities and focus, instead, on the mastery of isolated subskills as prerequisites to real reading and writing activities (Anderson et al, 1985;Barenbaum, 1983;Dudley-Marling & Rhodes, 1986). In the literate classroom, opportunities for reading and writing practice are frequent and varied.…”